Caracterización de las prácticas evaluativas en el proceso de enseñanza aprendizaje en noveno grado institución Santa Rosalía Zona Bananera Magdalena
This research arises taking into account the evaluative practices that develop in the process teaching learning, in this sense the research poses as a general objective: To characterize the evaluative practices in the process of teaching Ninth grade learning at the Santa Rosalía Institution Banana z...
- Autores:
-
Johnson Guerra, Rojo Tsetung
- Tipo de recurso:
- Trabajo de grado de pregrado
- Fecha de publicación:
- 2018
- Institución:
- Corporación Universidad de la Costa
- Repositorio:
- REDICUC - Repositorio CUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.cuc.edu.co:11323/208
- Acceso en línea:
- https://hdl.handle.net/11323/208
https://repositorio.cuc.edu.co/
- Palabra clave:
- Evaluación
Practicas evaluativas
Enseñanza
Aprendizaje
- Rights
- openAccess
- License
- Atribución – No comercial – Compartir igual
| Summary: | This research arises taking into account the evaluative practices that develop in the process teaching learning, in this sense the research poses as a general objective: To characterize the evaluative practices in the process of teaching Ninth grade learning at the Santa Rosalía Institution Banana zone that allows to strengthen the processes in the school, in this respect, Santos (2003) points out that, the way to understand and to practice the evaluation allows to deduce what are the theories on which this It is supported, also reveals the concept that the teacher has of what it is to teach and to learn. The research methodology is of an interpretative nature, characteristic of the qualitative approach which is appropriate to describe in an objective and systematic way, the data obtained from various sources, which in this case were the semi structured interview, Non-participant observation and documentary review. For the study of the data was opted for the direct interpretation of the information, taking into account the evaluative practices as a category of study and their respective sub categories, in addition to the most significant emerging categories. In the discussion is was that there is no correspondence between the discourse of teachers in the interview and the evidence collected in the classroom being this a characteristic of evaluative practices, also responds to the question that guided the Research |
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